Tag Archives: supplementary Jewish high school

February 18, 2015

Hiring Jewish teen aides? Five things you should know

By Ruth Schapira

I promise, keep reading, and you’ll get to my five suggestions. But first, some advice…..for a student named Rachel.

Here are some things about Rachel that you should know:

She absolutely loves working with kids, and has done so for the past several summers at a Jewish camp. The kids love her, parents rave about her as well, plus she has a lot of patience. In addition, everyone says that ‘she’s a natural’. And naturally, she’s thinking of majoring in elementary education. If she went to college, in four years, she would earn a teaching degree, and may even decide to go for an advanced degree. College costs are a real concern for her family, though her parents assure her that with loans, they will be able to handle the tuition payments at a state school. Just last week she was offered  a job as a classroom aide at an after-school program. For her, it would mean a real job and money. Now. She could save some money by living at home, at least for a year, and she could also save for college to show her parents that she is willing to help. Besides, she wouldn’t get to work in a real classroom until her junior or senior year in college and the after-school program really thinks that Rachel will be an excellent role model for the younger students, and taking the job would mean that she could make an impact on those children—-now.

What should Rachel do—work as an aide now or continue her education?

You probably are wondering why I’m asking the question, but please continue reading because you know I have to ask: what is your advice for Rachel?

Right about now, you might be thinking that this is a no-brainer. Would anyone recommend that she forego her own education in favor of the immediate: earning some money even though she’d be using her talents and skills? We know that society places a real premium on an education.

So, let’s take a leap and say that Rachel celebrated a Bat Mitzvah, and is being offered a job at her synagogue’s Hebrew School. What could be wrong with that?

In many synagogues around the country, on a weekly basis, students get paid to work in Hebrew schools at the very age when they should be furthering their own education. Sure, their choice is not necessarily to go off to college to earn a Jewish studies degree, but why is their own education sacrificed in order to hire them as classroom aides? I’m specifically talking about the many students I hear about each year who say that they can’t go further in their Jewish education because they’re working as an aide at a Hebrew school and would be too busy.

Here’s FIVE reasons why synagogues should supplement teen aide programs with an educational component:

#1. Why shortchange a Jewish teens’ education at this important time in their lives when they’re ready to intellectually grapple with Jewish ideas?

#2. Hiring teens creates ‘instant role models’ at your synagogue, but you’re also saying that really, continuing Jewish education isn’t nearly as good as getting a paycheck.

#3. Hiring teens makes the statement that there isn’t much to a professional Jewish educator, after all, someone who has just completed a bar/bat mitzvah is perfectly suited to help out in the classroom.

#4. Students working in these classroom rarely receive the additional support or training to deal with the many issues that come up or the questions they have.

#5. Instead of learning to change paradigms, and thinking creatively about Hebrew school options, students often cycle through the very ineffective system that they experienced.

A recent study regarding the placement and retention of close to 3,000 public school teachers found that when they were student teachers, they should have been considered students, and not teachers in order to get the support they needed. How much more so would this hold true for our Jewish teens placed in classrooms? 

Still, it is really wonderful to have the teens around, as a presence in the school. Additionally, it’s a built-in retention tool for engaging members past the usual drop-off Bar/Bat mitzvah age.

So, what is a Hebrew school to do?

Well, for starters, tell the aides that in order to work in your school they must be enrolled in further Jewish education (online, adult study, Hebrew high school—- something). An additional option is to offer teens a training program, to receive the much needed support I mentioned above.

Unless we do that, I believe we are failing our youth with this practice.

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September 8, 2014

Teens Lose Out When Jewish Education Becomes an Activity

By Ruth Schapira
How Much Time to Spend on Jewish Education?

How Much Time Is There to Spend on Jewish Education?

People are setting into new routines and school is still in its start-up phase.

Schedules are being rewritten, dates are being calendared, and carpools being arranged.

From the myriad of after school activities that teens get to choose from, the options become dizzying. How can parents prioritize?

There are those activities that just might nail a college scholarship.

Then there are those that show the ability to be part of a team and as a plus, perhaps gain a honed skill in a much desired sport.

There are also those that demonstrate a level of creativity and talent.

Or a willingness to volunteer for a great cause and work towards an intangible goal.

Or demonstrate leadership by taking an active role in student government.

The choices are really endless, the goals often meritorious, and the pressure to succeed is on.

But what about the opportunity to talk about the larger issues in life?

What about teens who need to ‘download’ their day within a Jewish context—especially now when we’re confronted with so many moral and ethical challenges?

In the past few years, there are many more students who have stress-related disorders, and getting them at younger ages than ever.

The pressure to be busy has intensified, and Jewish education is suffering as a result, because it becomes a choice about which activity to do.

But what is the reality?

Actually, most teens have more time on their hands than parents realize…like spending the equivalent of almost a full day involved with social media: In 2010, the Kaiser Family Foundation reported that “Today’s teens spend more than 71/2 hours a day consuming media — watching TV, listening to music, surfing the Web, social networking, and playing video games, and that number has surely increased by now.”

Teens: Making the right choices?

Teens: Making the right choices?

So, if we get rid of the time obstacles, what might some other barriers be for today’s teens to participate in a regular Jewish educational program?

1. Cost might be a factor. Welcome to the age of “free”. Some would say that it all started with Birthright trips and the expectation that it was important enough for young adults to have a memorable and strong identification with Israel that trips were/are free. Other freebies followed suit in the manner of free Hebrew schools. So, actually paying for a program is not a given anymore.

2. Lack of commitment from Parents. Some parents are hard-pressed to make the tough decisions to have their teen attend a supplemental Jewish education program, not wanting to ‘force’ their kids to do anything that they might not automatically be drawn to. Some have said they are afraid their teens will ‘resent’ this later. (my experience is just the opposite, so many adults have said to me, after learning on their own or through an outreach organization, that they wished their parents ‘forced’ them to learn when they were younger).

3. No experience of their own to draw upon. For parents who themselves did not continue after the age of 13, (or didn’t pursue the extra education mentioned above), they don’t know what their teen will be missing, and therefore can’t ‘sell’ the concept.

4. False choices. Some parents think a ‘Jewish activity’ is important, but limit their teen’s participation to one thing, reinforcing the idea that Jewish education needs to ‘fit’ into a greater scheme of commitments. This is more difficult to understand and accept when the one thing is only a monthly program!

5. De-valuing of the Jewish educational experience.To a certain extent, we can choose to blame Hebrew schools as a convenient scapegoat, or we can look deeper into versions of “American Judaism”  by-the-movements that did not speak enough to the deep need people have to connect. (Many have written about this, read further from authors such as Wertheimer, Sarna, Schwartz, Wolfson, etc.)

6. Parents are tired. Some say that their kids don’t want to have to 1. wake up early or 2. get home late, but often it is the parents themselves who are beat, can’t/won’t do one more carpool, shlep to one more activity. And this brings us to the point of the post. 

Avraham Infeld is famous for saying “Judaism is not a religion.” What I’d like to add is “Judaism is not an activity”. It’s not what we squeeze in or have to fit into our schedules. It’s who we are. It’s about who they will become.

It’s what teens need time for….to figure out how Judaism plays a role in their lives, now and in the future.

Let’s at least make sure our teens are not losing out on this opportunity.

2 Comments   |  tags: , , , , | posted in Jewish, Jewish Education, Jewish Teens, Judaism, Parenting

March 18, 2014

Four Simple Steps Teachers Need to Engage with Jewish Teens

By Ruth Schapira

See on Scoop.it – Judaism, Jewish Teens, and Today’s World

This is for teachers in supplementary schools, particularly those who work with Jewish teens.  I’ve been invited to observe classes where teachers really feel that they’re doing a great job.

They feel that students are attentive, absorbing material, and advancing their learning.  I’ve seen some of the best, yet….there are so many that just seem to miss the mark.

How do I know?

They’re talking, and often teens are texting (under the desk or in pockets or defiantly, right out there).

There’s no excitement or signs of life in the class, save for the teacher talking, talking, talking in front of the room; center stage.

Their students’ faces belie boredom (why don’t the teachers see this?)

Here are four simple steps to take that I believe have the power to transform how you work with students.

1. Back off. Yes, sounds a bit harsh I know, but I need to make the point. Try ‘retreating’ from the space in front of the room. There’s no podium in the front of the class, so no need to stand there.

Test yourself. See what happens when you move around and view things from the back of the room—from their perspective.

Even more important, make sure that you’re listening for a greater percentage time than when you’re talking. That will do wonders by itself.   Get rid of the frontal dynamic by making sure students work in groups.

2. Ask questions. Good ones. Ones that don’t need a yes or no answer. If you haven’t mastered the art of inquiry, read up. There are tons of materials out there. Make sure you’re not just asking to ask…really pay attention to the responses and respond back. Every student needs to feel valued.

3. Get familiar with social/emotional learning and reaching students down deep. It makes for more impactful lessons. Focusing on making that emotional connection will help you make sure that you’re reaching all students, not just the ones who are either the most vocal or the most problematic.

4. This is so obvious, it’s embarrassing to say. But here goes. Know every single student by name. This is an absolute must and tells your students how important they are to you.  If you have a bad memory, ask them to make name placards and bring them with you. No excuse. Every student needs to be valued in this way.

Leave a comment   |  tags: , , , | posted in Adolescence, Jewish Education, Jewish Educators, Jewish Teens, Judaism

March 2, 2014

Five Reasons Not to Substitute Convenience for Expertise with #Jteens

By Ruth Schapira
It pays not to compromise with sushi

Ever have bad sushi? Don’t compromise with sushi or Jewish education

A Hat Tip to Seth Godin, marketing guru, for this post’s idea–my take on his  “Never eat sushi at the airport”.

Seth tends to cut through the chaff to get to the kernel, which is why he writes: “Don’t ask a cab driver for theater tips, Never buy bread from the supermarket bakery…Proximity is not a stand in for expertise.”

So, with a nod to Seth, here are things never to do:

1. Never accept an inferior product when it comes to something like education.

2. Don’t rely solely on what other parents are doing when it comes to seeking out the best experience for your child. 

3. If it takes a little longer to get somewhere where there’s a better program for teens, go for it.  That message, that you’re literally ‘going the distance’ speaks louder than most.

4. Belonging to a youth group is a very good thing for Jteens to do, but it doesn’t substitute for a Jewish education. The goals just aren’t the same.

5. Don’t use the same criteria for choosing a Jewish education experience that you use for an “after-school activity”.

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April 23, 2013

Betrayal, Abandonment, and Jewish Teen Education

By Ruth Schapira

education

This past Sunday I met with a group of parents interested in checking out options for their teens’ Jewish education. They were committed to their children’s education and wanted the best for them.  Currently, their 7th grade teens were in a synagogue school, but were unsure that staying there would meet their children’s needs. One parent found the time to attend this orientation meeting even though her daughter’s Bat Mitzvah was the very next week!  

I am always impressed when parents become ‘smart shoppers’, critically evaluating which program will offer the best environment for their child’s Jewish education.  For sure, not every program works for every teen, but parents will be in a better position to support their teens’ attendance if they feel committed to the program’s goals.  And if it’s a good fit. 

The consumer attitude that we often disparage, can be flipped toward the positive. The desire to find the best possible option from those available, is a good thing and definitely trickles down. Teens will get it; they’ll understand that spending time ‘shopping’ around for the best fit–whether done by parents, teens or both–means that there is no less importance placed on Jewish education than any other choice one would make. It’s an important lesson.

At this point in the orientation, I’m enjoying hearing from these parents what they want for their kids: to be challenged, be with a lot of other teens who are like them, to have many choices of subject matter, be exposed to a large staff of teachers, etc. 

I guess at one point, the conversation shifted. It may have been prompted by thoughts about the reality of enrolling their son/daughter in a different program than the one the synagogue was offering.

I was surprised to hear the words they used next:  “Betrayal, Abandonment, Rejection” were words different parents said that expressed their discomfort with this eventuality. I heard this not just from one parent, but from many.

They felt they were ‘abandoning’ a course that had been set out for them.  They didn’t want to disappoint the Rabbi.  Or the Education Director. Or the Education Committee that had worked on the curriculum. Some felt that by seeking out other options they would be perceived as deserting the rest of the parents who were staying.  Some felt that that making this new commitment would add a layer of difficulty to their lives (arranging different carpools, rescheduling things) and they weren’t sure that it would be ‘worth the change’. Most felt guilty about the decision they were close to making in one way or another.  You could see it in their earnest expressions. They clearly wanted to do the right thing, but were so conflicted.

I appreciated their sensitivity, but had no answers.

I stand on the side of advocating for choice every time.

But this is not so effective unless everyone in the Jewish community agrees to encourage choices. That means making people/members aware of what’s out there, and giving up some influence and control over the information that would contribute to their ‘buying decision’.

This unfortunately, seems a long way off.

Instead of complaining about the consumer mentality, we have to embrace it. That attitude makes us all work a little harder. And yes, there are consequences. However, I believe that we have to be fearless.   

Education (Photo credit: Sean MacEntee)

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February 16, 2013

Doing a 360 on Attendance in a Part-Time School

By Ruth Schapira
Cover of "Class Clown"

Class Clowns: Not That Funny

Recently, I participated in a webinar, sponsored by JESNA, on issues related to complementary (supplementary, part-time) schools.

This was an unusual experience. I was asked to facilitate a group of about ten online participants and discuss the topic of declining attendance. Aside from one familiar name, I didn’t know any one. We examined the issue from the point of view of these stakeholders; Education Director, Parent, and Teacher, and we brainstormed a list of issues surrounding the topic.

It was interesting that this online group of educators and school directors, representing schools from all over the country, mentioned a familiar list: conflicting activities, less parental engagement, too few class expectations, too much school homework, class management issues, social pressures, plus other reasons that were sound and thoughtful.

I’m sure many of us approached this issue of declining attendance in a variety of contexts and perhaps came up with similar but expanded lists of reasons and issues. So, what’s the news here?

I’m not sure what anyone else took away from this online discussion, but for me, there was a particular enlightening moment.

When I suggested we view this issue from the vantage point of the student, I was literally overwhelmed with all of the emotional baggage that our students have to deal with when they attend erratically.

To be clear, these are not going to be things that haven’t come up in conversations before.

It’s just that listed all together, I felt such compassion for that poor kid having to attend any program in this way.

Would any adult be able to handle such a thing? “Kind of” attending a program? Participating “now and then”?

Really, just think about this for a minute. How comfortable would you be in this situation? Think about the social and academic implications.

Now, think of how you might experience this as an adolescent:

You are lost most of the time. Most likely, you haven’t kept up with the work. You don’t really know everything the teacher is referencing, but you pretend because you don’t want to ask questions or ‘stick out’. You may be out of things socially. You may cover up this inadequacy with acting out behavior. You need some sort of role in the class, and class academic is out. So the other roles available that unconsciously suit you may be class clown, troublemaker, blocker, etc. Other kids may resent the fact that you’re not there regularly, as they are. You  haven’t really formed a connection with the teacher.

Though you’ve been absent often, it actually becomes harder to attend.  So you think of reasons not to go. Like complaining a lot. Finding excuses to do other things. Begging your parents not to send you to that ‘awful’ place.

No surprise then, that declining attendance begets a further attendance drop.

I was totally overwhelmed with what students like this experience when they don’t attend Jewish education programs on a regular basis and the challenges they probably face as a result.

How can we use this information?

I know that as a teacher, I’ve often expressed frustration/guilt when my students did not attend regularly. It’s not that I was ever harsh, I just wanted them to know that I missed them and wanted them to be part of the class.

I’d change that now and say something a little different.

I’d make a real effort to show much more compassion for what they’re coping with, maybe privately even get a reference check about the unique challenges they must feel, and help ease their transition into the classroom world any way I could.

They’re dealing with enough.

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2 Comments   |  tags: , , , , , | posted in Adolescence, Jewish Education, Jewish Educators, Jewish Teens, Judaism, Parenting, Synagogue

June 2, 2012

Hiring Jewish teen aides? Five things to know

By Ruth Schapira

The title of this post offers you some tips, however first, I’d like to ask you for some advice…..to a student named Rachel. Here are some things about Rachel that you should know:

She absolutely loves working with kids, and has done so for the past several summers at a Jewish camp. The kids love her, parents rave about her as well, plus she has a lot of patience. In addition, everyone says that ‘she’s a natural’.

And naturally, she’s thinking of majoring in elementary education.

If she went to college, in four years, she would earn a teaching degree, and may even decide to go for an advanced degree.

College costs are a real concern for her family, though her parents assure her that with loans, they will be able to handle the tuition payments at a state school. Just last week she was offered  a job as a classroom aide at an after-school program.

For her, it would mean a real job and money. Now. She could save some money by living at home, at least for a year, and she could save money for college to show her parents that she is willing to help.

Besides, she wouldn’t get to work in a real classroom until her junior or senior year in college and

The after-school program really thinks that Rachel will be an excellent role model for the younger students, and taking the job would mean that she could make an impact on those children now.

What should Rachel do—work as an aide now or continue her education?

You probably are wondering why I’m asking the question, but please continue reading because you know I have to ask: what is your advice for Rachel?

Right about now, you might be thinking that this is a no-brainer. Would anyone recommend that she forego her own education in favor of the immediate: earning some money even though she’d be using her talents and skills? We know that society places a real premium on an education.

So, let’s take a leap and put Rachel in the position of having had a Bat Mitzvah, and being offered a job at her synagogue’s Hebrew School. What could be wrong with that?

In many synagogues around the country, on a weekly basis, students get paid to work in Hebrew schools at the very age when they should be furthering their own education. Sure, their choice is not necessarily to go off to college to earn a Jewish studies degree, but why is their own education sacrificed in order to hire them as classroom aides? I’m specifically talking about the many students I hear about each year who say that they can’t go further in their Jewish education because they’re working as an aide at a Hebrew school and would be too busy.

Here’s FIVE reasons that synagogues should supplement teen aide programs with an educational component:

#1. Why shortchange a Jewish teens’ education at this important time in their lives when they’re ready to intellectually grapple with Jewish ideas?

#2. Hiring teens creates ‘instant role models’ at your synagogue, but you’re also saying that really, continuing Jewish education isn’t nearly as good as getting a paycheck.

#3. Hiring teens makes the statement that there isn’t much to a professional Jewish educator, after all, someone who has just completed a bar/bat mitzvah is perfectly suited to help out in the classroom.

#4. Students working in these classroom rarely receive the additional support or training to deal with the many issues that come up or the questions they have.

#5. Instead of learning to change paradigms, and thinking creatively about Hebrew school options, students often cycle through the very ineffective system that they experienced.

A recent study regarding the placement and retention of close to 3,000 public school teachers found that when they were student teachers, they should have been considered students, and not teachers in order to get the support they needed. How much more so would this hold true for our Jewish teens placed in classrooms? 

Still, it is really wonderful to have the teens around, as a presence in the school. Additionally, it’s a built-in retention tool for engaging members past the usual drop-off Bar/Bat mitzvah age.

So, what is a Hebrew school to do?

Well, for starters, tell the aides that in order to work in your school they must be enrolled in further Jewish education (online, adult study, Hebrew high school—- something). An additional option is to offer teens a training program, to receive the much needed support I mentioned above.

Unless we do that, I believe we are failing our youth with this practice.

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May 28, 2012

Yizkor and Memorial Day: An American Jewish Experience

By Ruth Schapira

northwestjewishartists.org

I don’t remember experiencing the juxtaposition that occurred today: there were so many strong emotions swirling through my head related to being a Jewish American praying in synagogue on Shavuot.

On Memorial Day.

No mall shopping. No barbecues either hosted or attending.  No parade watching or flag waving. No trips to the shore to inaugurate the summer’s sun.

But I did memorialize on this day–my parents z”l of blessed memory.

 

I said Kaddish for my father who earned a bronze star and purple heart in WWII as a new immigrant soldier–for my mother who came to this country for refuge after losing her parents and nine brothers and sisters in the holocaust — for the millions who perished in the Shoah, and for our valiant soldiers who risk their lives so I can have mine living in freedom.

These emotions were in the context of a holiday that celebrates the gift of Torah to the Jewish people.

On Memorial Day and at Yizkor, we remembered loved ones who died for a cause, and those who died for no cause.  And we hope and pray that through the message of Torah, the world will be a better place.

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May 18, 2012

What is the real job we’re doing for Jewish Teens?

By Ruth Schapira
One of the "shakes with a punch" at ...

Milkshakes taste good. Jewish education is good. But what job are we really doing for Jewish Teens?

I read an article about marketing today that focused on milkshakes. (Please keep reading, the fact that Jewish teens tend to like a good milkshake or two is not where I’m going).

The author discovered that while milkshake sellers were trying to ‘market’ according to the usual: breakdowns by demographics, flavor choices, etc….the real question to be answered was: What job does the milkshake do for you, and how can we respond to that? 

This is a very different question that may open up opportunities for those of us who work with Jewish teens.

Are we marketing properly?

The author, Clay Christensen, coined the term ‘job-to-be-done’ as a way for marketers to get into the mindset of the consumer. Doing this is essential, as about 95 % of the 30,000 new consumer products fail.

So, the question about what is the job-to-be-done re: #Jteens becomes very relevant, even crucial for our work.

What is the job we are really doing with teens? Is it Jewish education? Or is it really preparation for life? Is it honing their critical thinking skills?

Is it preparing them to take on leadership roles in college? Is it preparing them for Jewish life on campus? Is it giving them an ‘out’ for taking a foreign language in high school?

I suggest that we figure out what we are really doing, and ‘sell’ that.  Let’s drink a milkshake to that one.

Photo Credit: Wikipedia

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April 15, 2012

‘Wow, You’re Soooo Jewish!”

By Ruth Schapira

What image comes to mind when you read the headline?

Is it the consummate Jewish nebbish, portrayed here by Woody Allen?

The words “You’re soooo0 Jewish”, said in that tone of voice, from one Jewish teenager to another, is not meant as a compliment.

So, what does it mean?

Really, take a minute.

What would it mean to you?

 

To this teenager, it meant that his Jewish friend was taking Judaism seriously, too seriously.

Not only was he Jewish, he was acting Jewish.

Forget that being ‘so Jewish’ is a little like being a human. You either are or you’re not.

But that’s not the point.

The comment was meant as a put-down, a derogatory statement about identity.

Clearly, there is no ‘cool’ factor when it comes to Jewish education for these students.

Okay, you’re wondering, what is it that this student is doing that makes his peers say he’s so Jewish?

He attends a supplementary high school program two days a week.

He’s in 8th grade, and says that he wants to graduate the program in 12th.

He belongs to a youth group.

He sometimes attends synagogue on Shabbat. And he sometimes studies with a Rabbi.

Okay, by now you’re probably convinced that his Jewish involvement is unusual, and you might be shaking your head.

Years ago, this student would not have been labeled ‘SuperJew‘.

On the contrary, that’s what thousands of teens were doing. Then.

Before their lives got so busy, complicated, college-focused and pressured. Now, based on today’s new realities and priorities, our expectations have changed. So, is the student I described s00000 Jewish, or have we bought into diminished standards?

What Jewish involvements are too much? Too little?

How do you feel about the term s0000o Jewish?

What I will say, is that the one thing, the Jewish identification thing, that will help Jewish teens be more grounded before they run off to college is the thing that tends to get low priority.

Unless of course, you’re “SuperJew” and one of the kids who is “sooooo Jewish.”

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March 31, 2012

Current Events: did your teenager’s eyes just glaze over?

By Ruth Schapira
taken by משתמש:Hmbr

Mention “Current Events” to a group of teens and just watch what happens.  Their eyes seem to glaze over.

As if talking about something that isn’t in a textbook is a violation of protocol.

I don’t want to be an alarmist, but to some students, reading a newspaper might seem like reading information in a foreign language.

I’m not sure how much today’s teens are grappling with the issues of the day.

How can this be?

Easy. It’s not in the curriculum.

Sure, when something really big happens, it gets some class attention.

However, the stories that are important, but not part of breaking news, are literally another story.

Where are our students getting the depth of a story?

My experience with Israeli teens has always been the opposite. They are intimately involved in the politics of the day, and those conversations happen informally: in the taxi, on-line at the movies, everywhere.

The article in the link below notes that according to a Pew Research study, 49% of people were getting their news in digital form. Good for them. But are today’s teens using their apps for news?

Try an experiment. Ask someone you know, under the age of 18, what news they’ve heard recently. Chances are it’s the new sensational story with the glitz, gore or glamour that way back, was called Yellow journalism.

So, what will change? You.

Have conversations about what’s important to you as a parent, and it will trickle down. Be broad about subject matter.

Don’t wait for a family dinner (those are in short supply). Talk about current news anywhere. In the car. On the line at Target.

Try to make those little moments count for some ‘thought’ time.

Those teenage brains need a workout, and our teens are capable of great thoughts.

Time for that may not always be part of the school curriculum, but it can be part of yours.

photo credit: Wikipedia

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March 28, 2012

Why some teens ‘get it’ but their parents don’t

By Ruth Schapira

I just came back from visiting a synagogue with an enviable number of teens in their Confirmation Program.

What number, you ask, counts as being worthy of envy? About FORTY.

I was talking to them about continuing their Jewish education and framing it in the context of choices they make.

For example, I asked and the majority answered, that they play sports or a musical instrument.

I asked them if faced with a choice about whether to practice scales, do drills, or go to the movies, what they would choose.

Most chose the movies. No surprise there.   I then asked which activity they thought was the most important.

The answers were very rich and textured.

They mostly all opted for the drilling and practicing. They talked about those activities as building character, teamwork, responsibility, and doing something for their future.  The felt it was time well spent.

Interesting no?

I then facilitated a conversation with them about how being involved in continuing education might be a little like that.  Like it would build character and identity. Things that would make them better people, but that take some time.

They GOT IT.

Do you think their parents get it?  When thinking about how or what these teens might say to parents about what we just talked about–continuing their Jewish education—-I wonder how many parents will say:

“Wow, that makes a lot of sense” or what I often hear instead: “How can you possibly do one more thing, you’re already overbooked!”

What do you think the parents you know would say?

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March 8, 2012

Talking Tech With Jewish Teens

By Ruth Schapira

By now, I think most educators have figured out that technology is not something that can be isolated from educational endeavors, but should be integral to them.

"Technology has exceeded our humanity"

HAS IT? How would our teens answer?

You’d think.  But the reality is that we’re not all there yet, and some educational settings are debating whether or not to offer  WiFi.

The tech toys and glorious gadgets are here to stay whether we figure out ways to incorporate them or not.  So, it’s not so much that we can incorporate technology into our work as Jewish educators and parents, but that we can help teens mediate the content they choose, use, and how it reflects their values, when they’re in our settings or not. 

We also need to connect Judaism to their tech experiences.

This doesn’t even strike me as a new concept, but I haven’t found an overwhelming amount of resources that will help us do this.

Teens have easily claimed ownership of technology ever since they programmed their first iphone, downloaded thousands of songs, figured out what apps are best, and searched for their favorite videos on YouTube.

They are prosumers, creating content and leaving little social media footprints everywhere they go.  The individual choices for developing and viewing content is staggering.

We’re relieved when bullying and facebook nightmares are not part of their lives, but they are experiencing the world in entirely different ways mostly on their own, in a one-on-one with a tech gadget.

Could we engage them in a discussion of how they assess content? What values do they bring to bear on their choices? What role does Judaism have in this? Do they know? Care? We know that Jewish law says something about almost everything.

I might be missing something, but when I poked around some movement websites to search “social media responsa” what came up were articles about how to use social media (to fundraise, generate interest, create storylines) not to help others mediate it. If there are such resources, please point me in the right direction.

If Judaism is not relevant to this part of their lives, where they “live” for so many hours in a day, we’ve already lost. Do our students know there are apps for the Siddur? Bible? Talmud? Might they be more likely to experience text in this way? What worlds can we open for them that they wouldn’t search for on their own?

For hundreds of years, practicing Judaism meant mediating ‘content’ within a larger society. Encouraging our teens to do that helps them understand what it means to be Jewish in our world today.

We can then ask ourselves whether or not we agree with the Einstein quote pictured above–but with a twist: Will technology compromise our connection to Judaism?

                                                                                                                                                                     (Photo credit: Toban Black)

2 Comments   |  tags: , , , , , , | posted in Adolescence, Jewish Education, Jewish Educators, Jewish Teens, Parenting

March 5, 2012

Teens: Got a bad grade? Work it!

By Ruth Schapira
Life Stinks

Image via Wikipedia

Getting a bad grade, especially when you expected something else entirely, pretty much stinks.

It’s hard enough being in high school when so much of your life seems to be defined by grades. When the grades don’t match up with your expectations or your output, it must feel lousy.

Though I have issues with the idea of being defined by grades, we’re not going there now.

So, you can either sulk or use this life event to get some feedback.

Think of this as an opportunity to engage in a dialogue with your teacher about your work. I know, it’s tough, but give it a try. You can:

  • learn how to advocate for yourself
  • begin to see yourself the way he/she does, and take the opportunity to self-correct
  • figure out what the teacher really wants before it’s too late in the year
  • impress the teacher with your willingness to engage in this type of conversation
  • practice asking for clarification of a decision, which is a skill you’ll use later in life
  • demonstrate your interest in the subject matter
  • cut yourself a break.
  • learn that despite what you’re feeling now, this doesn’t define you
  • feel great about asserting yourself!

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February 19, 2012

what Jewish teens taught me about family values

By Ruth Schapira
English: Heart Planet Earth

Last week I was figuring out a way to teach eighth graders the value of Shalom Bayit (Family Harmony–Peace in the Home).  With teens going through their own struggles for authority in that realm, the notion  of peace and family harmony might not strike the right note. 

The last thing I think they’d want to hear were clichés and platitudes about the topic and I could just imagine the yawns when introducing it.

I couldn’t argue with that.  Would anyone in the class disagree with the concept of such a positive sounding value?  As a teacher, how could you explore that further in a way that would inspire a lengthy discussion?

I needed to find a way in to this topic and create some educational tension.

So, I decided to become “MojojoBo”, an alien from another planet.  In that way, the students would need figure out how to teach the subject matter to me.  The students would need to explain teachings to this being that ‘their people’ practiced, focusing on  Shalom Bayit and family values. Since MojojoBo had a family too, it was an easy place to begin.

I began the class in character, with accent, stunted staccato speech and all.  Corny? Definitely. Campy? For sure.

MojojoBo wanted to be convinced that as a people known as “Jew” they had values surrounding family, preservation of tradition nad mutual respect. I gave more details to MojojoBo’s story so students would have a context and not get caught up in irrelevant details.

I divided the class into groups to study the textual sources. Their task? To break down the language in very easy to understand words and concepts so MojojoBo would understand what they were saying. That meant that no prior learning about the topic could be assumed. They had top break down words and concepts like ten commandments, Torah and Kavod because MojojoBo wouldn’t understand the meaning.  They went to work deciphering the texts, figuring out the best way to explain them and selecting the best ones to convey the concepts.

Taking turns, the groups made presentations. The quote “A home where Torah is not heard will not endure”  instead became: “Your home, where your family lives, needs to be a place where you can learn the teachings of your people. Not only learn them, but talk about them everyday so every one in the family understands why they are special and needs to continue being part of this people in days and years ahead. Your home is where that begins.”

I was riveted. I wish I had a video. These are today’s teens, who often get shortchanged for not being connected, being too self-centered and not always very respectful. I am hearing them say these incredible things about respecting parents, valuing tradition, being partners with God, holding back anger, commitment to Jewish peoplehood, and MORE. Their responses were stunning. I know the lesson would not have gone this way if I had used a more traditional approach.

They were teaching me things I didn’t even know they were thinking, let alone feeling, about their homes, parents, God, and spirituality. I will miss MojojoBo but will bring that dear, sweet, alien back whenever I need to learn from our amazing teens.

Image via Wikipedia

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